[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-599003-105":3,"detail-sidebar-cat-0-en-105":80,"doc-detail-599003-en":130},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":73,"head_meta":75,"extra_data":77,"updated_unix":79},105,"en","exposition-of-process-based-learning-for-first-year-university-students-community-based-learning-pedagogy","Exposition of Process-Based Learning for First Year University Students - Community-Based Learning Pedagogy","","An expository essay documents how four faculty members reflect on pedagogy within a first-year university course at a small Canadian institution. It outlines five interconnected process-based approaches—self-directed learning, reflexive intra-personal learning, group/inter-personal development, experiential learning, and community-based/service learning—and explains how these support students in learning how to learn, functioning, and growing respectfully. The article details BACS and COMS course structures, including COMS 1100’s learner-centered design, collaborative reflection, and progression of community-based research beginning in year one.",{"@graph":14,"@context":72},[15,34,55],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/exposition-of-process-based-learning-for-first-year-university-students-community-based-learning-pedagogy/599003/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/exposition-of-process-based-learning-for-first-year-university-students-community-based-learning-pedagogy/599003.png","ImageObject",300,407,{"name":42,"@type":43},"jay","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-27","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":33},"InteractionCounter",{"@type":54},"ViewAction",{"@type":56,"mainEntity":57},"FAQPage",[58,64,68],{"name":59,"@type":60,"acceptedAnswer":61},"What five process-based pedagogical approaches are emphasized in the course?","Question",{"text":62,"@type":63},"The essay emphasizes self-directed learning, reflexive intra-personal learning, group/inter-personal development, experiential learning, and community-based and/or service learning. These processes are described as complex and interrelated.","Answer",{"name":65,"@type":60,"acceptedAnswer":66},"How does COMS 1100 structure learning for first-year students?",{"text":67,"@type":63},"COMS 1100 is capped at 18 students and uses a learner-centred style that places experience as fundamental. Students engage in personal reflection, collaborate to focus learning content, and move learning into the community.",{"name":69,"@type":60,"acceptedAnswer":70},"Why is community-based research important within the BACS degree?",{"text":71,"@type":63},"Community-based research is presented as a growing academic trend, and the BACS degree is described as unique because this practice begins in the first year. 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We discuss the responsibility of facilitating five process-based pedagogical approaches. These complex and interrelated processes include: i) self -directed learning, ii) reflexive intra-personal learning, iii) group/inter-personal development, iv) experiential learning, and v) community-based and/or service learning. We describe and give examples of how these approaches help students learn how to learn, function, and grow respectfully with one another and with community.  \nDans cet exposé explicatif, trois professeursréfléchissent ensemble à lapédagogieen usage dans l'un des cours de première année d'une petite université canadienne. Ils abordent la question de la responsabilité en matière de facilitation des approches pédagogiques fondées sur un ensemble de cinq processus. Ces processus, complexes et interreliés, sont les suivants : i) l'autoapprentissage, ii) l'apprentissage réflexif intrapersonnel, iii) le développement interpersonnel ou de groupe, iv) l'apprentissage par expérience et v) l'apprentissage fondé sur les services ou sur la communauté. Au moyen d'exemples, nous montrons comment ces approches aident les étudiants à apprendre à apprendre, à agir et à grandir dans le respect desuns et des autres ainsi que de la communauté.  \nThe Bachelor of Arts Community Studies  \n(BACS) degree is offered at Cape Breton  \nUniversity (CBU) on Cape Breton Island in Nova Scotia. Within the degree, students take a core suite of courses in Community Studies (COMS). The pedagogy used in the COMS courses effectively enables students to use adult learning principles (Knowles, Holton III & Swanson, 2012) because of the small group environment promoting interaction, problem solving, collaboration, and group commitment (see Connell & Seville, 2007; Maher & Root, 2015) .  \nCOMS 1100 is capped at 18 students. The learner-centred style places experience as fundamental to learning, and always includes personal reflection on that experience. Students work collaboratively to focus the content of their learning, and move that learning into the community. Community-based research practices are a growing trend in academia, especially in higher-level courses such as at the third and fourth year of undergraduate programs (Etmanski, Hall, & Dawson, 2014); the BACS degree, and in particular the required COMS courses at its core, is unique in that this practice begins in the  \nfirst year and extends as a progression across the degree.  \nThe BACS degree began in 1975: \"To give students the opportunity to develop skills and to be made aware of how problems are analysed and solved in the real world\" (Morgan, 2004, p. 72) . Indeed, CBU's mandate has always been grounded in its community, with \"more community-based programs [than other institutions], especially those interfacing with local industry for community development\" (p. 76) . The BACS degree has maintained its tight-knit relationship with the local community and that enables students to work in the community both on core course projects as a group, and in work placements individually. Social work projects have always been popular, exploring topics such as substance abuse, violence against women, and poverty. Students have sought out these topics, which they felt were important, undesirable issues within their communities. Cape Breton Island is rich in culture and beauty, but there was and continues to bea very real struggle exhibited in community life. Cape Breton's economy experienced depression and recession after coal and steel industries disappeared. While many left in search of work, families also stayed in Cape Breton, but experienced decades of political posturing and 'band-aid' investments that did li","cbCaidVncGbBWc0u","https://ap.wps.com/l/cbCaidVncGbBWc0u","pdf",191783,11,"English","# Process-Based Pedagogy Overview\n## Five Interrelated Learning Processes\n# BACS and COMS Program Context\n## Adult Learning Principles in Community Studies\n# COMS 1100 Course Design\n## Learner-Centered Experience and Reflection\n## Collaborative Work and Community Engagement\n# Community-Based Research as a Progression\n## Starting in First Year and Extending Through the Degree\n# Group Dynamics in COMS 1100\n## Faculty as Facilitators and the Role of the Learning Environment","[{\"question\":\"What five process-based pedagogical approaches are emphasized in the course?\",\"answer\":\"The essay emphasizes self-directed learning, reflexive intra-personal learning, group/inter-personal development, experiential learning, and community-based and/or service learning. These processes are described as complex and interrelated.\"},{\"question\":\"How does COMS 1100 structure learning for first-year students?\",\"answer\":\"COMS 1100 is capped at 18 students and uses a learner-centred style that places experience as fundamental. Students engage in personal reflection, collaborate to focus learning content, and move learning into the community.\"},{\"question\":\"Why is community-based research important within the BACS degree?\",\"answer\":\"Community-based research is presented as a growing academic trend, and the BACS degree is described as unique because this practice begins in the first year. It continues as a progression across the degree.\"}]","Exposition of Process-Based Learning for First Year University Students - Community-Based Learning Pedagogy | PDF",1792087997,28]